Because people learn within social capital networks, an educational
praxis is needed within families and schools that develops student
critical consciousness about why and how to expand ties to new
learning communities of exemplars. Such praxis would involve both
overtly negotiating truth claims about culture and class in
classroom discussions and also placing students in learning
situations of legitimate peripheral participation within
communities beyond their initial personal reach. Through critical
pedagogy, participants in this study discovered that they were able
to reflect on their situation in the world and to plan for social
action to transform their situation by developing their own unique
social capital networks of success and fulfillment.
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